SO '<-? 



COURSE OF LANGUAGE STUDY 
IN OUTLINE 



BY 



GORDON A. SOUTHWORTH 

AUTHOR OF "NEW LESSONS IN LANGUAGE" AND " ENGLISH 
GRAMMAR AND COMPOSITION" 



WITH COMMENTS ON SPECIAL FORMS OF 
LANGUAGE TEACHING 



ov tto'W a\\a ttoXv 



BENJ. H. SANBORN & CO. 

BOSTON, U.-S.A. 



SOUTHWORTH'S SERIES 

OK 

LANGUAGE TEXT-BOOKS. 



The New Lessons in Language 

presents many attractive features, chief among which are : — 

(1) Familiar Talks, leading to composition work. 

(2) Description of Pictures. These pictures are beautiful, interest- 
ing, and suggestive. 

(3) The principal uses of capitals, punctuation marks, abbrevi- 
ations, contractions, formations of plurals, possessives, etc. 

(4) Letter writing, memory gems, stories for reproduction, 
use of irregular verbs, use of synonyms and homonyms, errors 
to be avoided, etc. 

(5) Introduction of parts of speech and their properties, pre- 
paring for the study of grammar. 

The English Grammar and Composition 

presents the following points of superiority : — 

(1) It is built upon the principle that theory without practice is almost 
valueless. It presents the minimum of text with the maximum of 
practice. 

(2) The first ten chapters, pages 1-76, are devoted to the most practi- 
cal points in a business education, namely : to Capitalization, Punctua- 
tion, Letter Writing, Choice of Words, etc. All forms of composition 
are fully presented. 

(3) With Chapter XI the sentence is introduced. Its structure is 
developed by copious exercises, compelling the child to think into his 
very constitution grammatical forms and relations. 

Every page bears evidence of both the scholarship and the schoolroom 
experience of the authors. The definitions are simple, brief, and com- 
prehensive. 

(4) The treatment of the verb, the participle, and the infinitive is the 
best published. 

Finally, these are new books, but their adoption in hundreds of cities 
and towns argues their claim to your consideration. 

CORRESPONDENCE SOLICITED. 



BENj; R SANBORN & CO. 

BOSTON. NEW YORK. CHICAGO. 



COURSE OF LANGUAGE STUDY 
IN OUTLINE 



BY 



GORDON A. SOUTHWORTH 

AUTHOR OF " NEW LESSONS IN LANGUAGE" AND " ENGLISH 
GRAMMAR AND COMPOSITION" 



WITH COMMENTS ON SPECIAL FORMS OF 
LANGUAGE TEACHING 



ov 7rdXX' aWa tto\v 



BENJ. H. SANBORN & CO. 

BOSTON, U.S.A. 



COPYRIGIIT, 1902, 

G. A. SOUTHWOETH. 



JAN 10 1905 
D. or D, 



> 



Norfoooti ^rcss 

J. S. dishing & Co. — Berwick & Smith 
Norwood Mass. U.S.A. 






ryy 



SUGGESTIONS FOR TEACHEKS 



USE OF METHODS IN LANGUAGE TRAINING. 



o^o 



READING. 

It is likely that reading in school helps a child more 
than any other single form of language instruction. When 
taught to the best advantage and used as an exercise, it 
quickly develops the habit of getting thoughts out of a 
printed page, and so prepares one for general outside read- 
ing. It of course imparts knowledge, and serves as a model 
for the communication of it. 

There should be an abundance of interesting and instruc- 
tive selections, touching upon various subjects, and adapted 
to the attainments of the learner. Children understand 
much that they cannot well express ; but if questioning 
has made it certain that the meaning of a paragraph just 
read is clearly understood, the reader or some classmate 
should be called upon to reproduce it at once in his own 
words. This will take more time than the reading itself, 
but its influence on the quality of the reading will soon be 
apparent, and it is obviously useful in developing the 
power to catch a thought and then express it. At the end 

3 



4 SUGGESTIONS FOE TEACHERS. 

of the exercise some one may give the gist of the whole 
lesson, or at another time all may be required to reproduce 
it in writing. 

This system of reading and reproducing orally and in 
writing, if continued through the whole school course, will 
make an important part of one's education. 

COPYING. 

Those who are learning to write, first copy script models, 
so as to get the forms of letters and of words ; then they 
copy ordinary print, where, amidst many details, they see 
how words and sentences are grouped upon a page in lines, 
paragraphs, and stanzas. It is one thing to form words 
with a pen: it is quite another to put them on a blank 
sheet of paper just where they ought to go, writing neatly, 
accurately, and in an orderly fashion. 

This is the principal object to be attained in exercises 
for copying ; but, directly or indirectly, they serve many 
other good ends. They prepare the way for understand- 
ing all the simple rules for capitals and punctuation; and 
we know that words often copied come to have a " natural 
look," which is a guide to correct spelling. 

Selections in either prose or verse may be transcribed 
from the blackboard, from print, or from memory. At 
first, such exercises will be frequent; as occasional tests, 
they will always be useful ; and to one who can see his 
own progress by comparing a former effort, they will be 
rather interesting. 

When the proper writing materials are ready for use, 
the various directions for indenting, and so on, are to be 
given orally ; and the copy must be the result of an honest 



DICTATION. 5 

effort to write something legible, neat and accurate, even 
if it is not perfect in arrangement. 

The paragraphs and the stanzas that are copied with toil 
and trouble in our school-days are apt to make a lasting 
impression upon us. Models that have been so carefully 
studied will not be altogether forgotten, and this makes it 
worth while to choose them only from the best. 

DICTATION. 

Writing from dictation is a step beyond copying from a 
model, and holds a high place in language work. It is 
like taking notes: you must have your wits about you, 
listen attentively to catch the thought, and be ready with 
the written form of it. New words and expressions become 
familiar, and the use of correct forms becomes habitual. 

The exercise is one that ought to be used every day, 
even if we never pass the limit of four or five lines that 
are fresh and well adapted to the purpose. 

Since the class, and not the teacher, must do the work 
of correcting so many daily exercises, the selections will 
have to be taken from one of the text-books, or else copied 
beforehand on the blackboard, and curtained till the writ- 
ing is finished. The exercise may often have the form of 
a letter. 

Suppose the slates or slips of paper are ready for work. 
The selection is first read through to show its general 
character. Then it is dictated only once, and with a pause 
at the end of each phrase, or clause, or line, only just long 
enough for writing it. 

If all exchange their own copies with different members 
of the class at different times, and if all are urged to detect 



6 SUGGESTIONS FOR TEACHERS. 

what errors they can, the marking (which may be that 
given on page 197 of "New Lessons" or on page 7 of 
"Grammar") will show that we see the faults of others 
more easily than our own. After returning the copies, 
each member of the class will revise his own work by 
comparing it with the original, now first disclosed. 

A rule for capitals or punctuation may occasionally be 
given ; but the repetition of the same exercise at once, or 
after a day or two, will be the best way to profit by the 
errors made at first. 



REPRODUCTION OF STORIES. 

Stories in prose or verse afford excellent material for 
oral or written work, because children like to hear them 
and can easily understand and remember them. In repro- 
ducing a story there is nothing to be invented or hunted 
up, as in original composition; yet the process requires 
something more than a mere copy or repetition. One 
has the facts given to him properly arranged and well 
expressed, but he must draw upon his own resources in 
selecting words and forming sentences. Good stories are 
common and easy to find, and they may serve to teach 
morals as well as history. 

Suppose one to have been chosen that is suited to the 
age of the children, is not too long, and is worth remem- 
bering. Let us outline a plan for using it. 

The selection is read aloud once by the teacher or by 
one of the children. Then the teacher tells the story, 
varying the language but not the order of narration, — 
twice if necessary, but still in different words, always 
avoiding rhyme and poetic diction, that there may be no 



THE USE OF PICTURES. 7 

memorizing of set forms. This done, questions are asked 
by the class or the teacher to make sure that the facts, 
descriptions, and allusions are thoroughly understood. 

Now some member of the class tells the whole story 
orally, and is criticised by classmates and teacher for mis- 
statements or important omissions, for misuse of words, 
for giving the matter in bits instead of as a whole, or 
for " spoiling the story." Others give their versions and 
receive instruction or criticism as to the relative promi- 
nence of different parts. 

Next, but more profitably at another session, all write 
the story from memory. Topical outlines (on the black- 
board) should be used sparingly : they do not sharpen the 
memory and may kill the life of the story. After criticism 
and correction, final copies may be made as in dictation 
exercises. 

For variety, the selection may be put into the hands of 
the children to be read until they are familiar with it. It 
is no great task to make a collection of fifty short stories 
that may be written or cut out and pasted upon cards, and 
numbered for distribution in the class. After an interval 
long enough for all to read their selections two or three 
times, the cards will be collected, and each member of the 
class in turn will have a story to tell, or to write, correct, 
and copy as before. 

THE USE OF PICTURES. 

Good pictures of what is attractive and interesting to 
children may be used to advantage in language work. 
They stimulate the imagination and develop powers of 
observation and description. 



8 SUGGESTIONS FOR TEACHERS. 

In lower grades a single large picture of the right kind 
will serve the purpose : but, in general, each pupil should 
be supplied with a picture. This should form the basis of 
a conversation. At the outset the teacher will need to 
give help by questions, explanations, and suggestions. 
Such terms as right, left, centre, foreground, background, 
etc., must be understood. 

The pupil will tell what he sees in the picture, beginning 
with the central or chief figure, and proceeding system- 
atically. He will tell the relation of one part to another, 
and what the characters represented seem to be doing. 
Many suggestions will be needed to secure variety in forms 
of expression. 

The imagination may be exercised, by giving names to 
persons, and by describing actions, incidents, and adven- 
tures presumably connected with them. In this way 
stories, more or less elaborate, may be told with the pic- 
ture as a basis. 

To stimulate thought and to secure an orderly arrange- 
ment of what is narrated, it is advisable to use questions, 
or sometimes an outline. [See "New Lessons in Lan- 
guage," pp. 54, 58, 77, 98, etc. Page 55, " English Gram- 
mar."] 

LETTER WRITING. 

As a means of training in purely original composition, 
letter writing claims our attention first. Like story tell- 
ing, it is easy to begin with, and it is moreover an art that 
soon becomes practically useful and even necessary ; for 
everybody that can write writes letters, and most persons 
write nothing else. 

However much the matter may have Been neglected, no 



NARRATIVE WRITING. 9 

argument is needed to show that the ordinary forms and 
conventions of this the most common of the uses of writ- 
ten speech ought to be made familiar to all who study lan- 
guage in school. 

The work will be examined and corrected by the class 
as in dictation exercises, and if we can succeed in develop- 
ing a spirit of keen and kindly criticism, it will prove very 
effective against the worst errors in spelling, form, punctu- 
ation, and arrangement. Not a few awkward or ungram- 
matical expressions will, however, pass unnoticed, and such 
faults — the typical ones having been corrected on the 
blackboard — may be made the subject of a special lesson, 
during which the class shall do the correcting, and as far 
as possible give reasons for the changes made. The letters 
will then be carefully copied — twice, if need be, to make 
them perfect. 

For variety, the letters of yesterday may be exchanged 
and answered, and within certain limits each one may be 
written and addressed to some classmate. It is a good 
plan to have genuine letters mailed occasionally to parents 
or friends; and a letter written at the beginning of the 
year may be kept for comparison with what can be done 
after a year's practice. 

NARRATIVE WRITING. 

The subject-matter of conversation and writing is for 
the most part personal experience or personal observation. 
We talk much about what we have done, seen, heard, or 
felt, adding possibly an opinion, a sentiment, or an infer- 
ence. 

The making of an orderly statement or record of events 



10 SUGGESTIONS FOR TEACHERS. 

is narration or narrative writing. As an element of letter 
writing it is itself the easiest and most common form of 
original composition. 

In this form of language exercises subjects are assigned, 
and some suggestions about method and arrangement are 
given ; but in the choice of language children are thrown 
upon their own resources, personal experience furnishing 
them with ideas. 

It is imperative, however, that the ideas to be expressed 
be clear and definite ; and if, for want of training, none 
but the most recent impressions are distinct enough to be 
recorded, the best results are likely to be got from exer- 
cises which provide for noting the course of an event with 
the view to reporting it afterwards. Accessible to every 
school there are places of historic importance, public 
buildings, mills, or something, to which a class may be 
sent, in groups of two or three, to get material for a writ- 
ten narrative of the visit made. They may use note-books, 
ask questions freely, get much useful information, and 
form habits of observation that will awaken an interest in 
many new subjects. The narrative will be worked up from 
an outline, and will of course contain some descriptive 
writing. 

DESCRIPTIVE WRITING. 

Narration and description, though closely allied and in 
practice hard to separate, are yet easily distinguishable. 
The one deals with action, the other with repose. In the 
former, the verbs mark the movement ; in the latter, nouns 
and adjectives draw a picture. Purely descriptive writing 
is much the more difficult for children, since if one is to 
describe an object accurately, he needs wider knowledge, 



DESCRIPTIVE AVKITING. 11 

closer observation, and a larger — often a technical — 
vocabulary. 

Practice, however, is a valuable teacher, and may lead 
children to observe closely, to study the relations of parts, 
to see likenesses and differences, and to choose exact ex- 
pressions. But there is need to give instruction and 
guidance : merely to assign a complex object, and call for 
a description of it, would generally waste time. At first, 
such an object, or some representation of it, ought to be 
seen, then studied and classified as to appearance, form, 
size, location, structure, parts, characteristics, habits, uses, 
history, value, etc. All these judgments should be arranged 
in logical order under suitable headings, that the descrip- 
tion may be clear, and that habits of methodical treatment 
may be formed. 

The . greatest gain will come not from hurrying over a 
number of exercises, but from carefully completing in the 
right way a single one that is adapted to its purpose. 

ORAL vs. WRITTEN WORK. 

Is not the importance and the dignity of oral work 
in language often underestimated? Do we not need to 
talk well, as much as to write well; and, as a test of 
culture, does not the English that we speak count for 
more than that which we write ? 

It is the greater formality, not the relative importance, 
of written speech, that betrays us into comparative neglect 
of what the name language implies. The same w T ords, to 
be sure, and the same syntax, serve for both; but, — 

(1) The custom of adding to one's available vocabulary 
can seldom be left to writing, and never to reading ; we 



12 SUGGESTIONS FOR TEACHERS. 

do not get possession of a word till we hold it ready for 
use. 

(2) Children must learn to select the appropriate word 
on the instant ; writing always lets us take our time. 

(3) Only by oral practice can we master the principles 
of agreement and concord, and catch the true spirit of 
English idiom. 

(4) Pronunciation and inflection are more worthy to 
be studied than the arbitrary and formal rules of spelling 
and punctuation, to which they correspond; and 

(5) Why should we not strive as much for purity of 
tone as for the humble excellence of calligraphy ? 



AN 

OUTLINED COURSE OF LANGUAGE STUDY 

FOR PRIMARY AND GRAMMAR SCHOOLS. 

GENERAL STATEMENT. 

1. The work of eight or nine years is to comprise 
study of the best models of written language suitable for 
the several grades, together with exercises to develop the 
language faculty ; so that the learner, while encouraged 
to vigorous thinking, may express his thought willingly 
and readily in simple, correct, well-chosen language — 
whether oral or written. 

2. Though language is in itself an object of study, it 
must be remembered that the acquisition of language as 
a medium of expression constitutes a part of the teaching 
of every other subject. The material for thought may be 
furnished by such studies as form, color, number, the natu- 
ral sciences, geography, history, etc. The time, therefore, 
assigned to these latter subjects will be used partly in 
getting material and developing thought, and partly in 
expressing thought in language. All studies, therefore, 
furnish useful knowledge, and are the natural means for 
developing those powers upon which the language faculty 
depends. They are the necessary basis of language training. 

13 



14 GENERAL STATEMENT. 

3. Language is the oral or written expression of thought; 
in all language exercises, mental impressions must precede 
thought, as expression follows it. The sequence is — 
Observation, thought, expression. 

4. Do not ask a child to talk or write upon a subject 
until by observation, conversation, questioning, reading, 
etc., there is formed a clear and logical arrangement of 
ideas in his mind. 

5. The purpose of all language teaching is : — 

(a) To develop and train the language faculty by obser- 
vation and practice, so that the pupil may speak and write 
with facility ; and 

(6) To secure and confirm in him the graces of lan- 
guage. Among these, as secondary or minor points to 
be considered, are : — 

IN SPEECH. IN WRITTEN LANGUAGE. 

Purity of Tone. Good Penmanship. 

Distinctness of Utterance. Forms of Letters and Arrangement 

Correctness of Pronunciation. of Matter. 

Suitable Inflection. Correct Spelling. 

Right Choice of Words. Punctuation. 

Freedom from Solecisms and Correct Inflected Forms. 

Inelegancies. Freedom from Solecisms and Inele- 

gancies. < 

6. Every exercise in school in which words are used 
should be made to aid in language training. Exercises 
in oral language should always precede those in written 
language. Reading, form, elementary science, geography, 
history, and arithmetic will furnish constant opportuni- 
ties for practice in most forms of language work. 

7. In recitations, encourage the children to talk freely. 
Do not repress them by constant criticism of their man- 



GENERAL STATEMENT. 15 

ners and forms. Secure propriety gradually, but not at 
the expense of the utmost freedom. 

8. Accustom the child to use a sentence rather than a 
phrase in answering. Keep only correct forms before the 
eye during the imitative years, but drill constantly on the 
forms that should replace the common improprieties of 
speech. 

9. In teaching language, use should be made of such 
exercises as are indicated beloAV : — 

Copying. 

Writing from Dictation. 

Reproduction of (1) Stories : < ' 

(2) Anything that is read : {^^ 

(3) Memorized selections. 
Oral and written narratives — 

Making stories from pictures : (1) oral ; (2) written. 
Letter writing : (1) social ; (2) business. 

Personal experience. 

Biography. 

Historical events. 
Descriptions, oral and written. 
Use of synonyms ; definitions. 
Paraphrasing. 

10. That the class may have thorough Reviews, the 
teacher is to become familiar with what is taught in 
previous grades. 

11. Teachers should keep "Dictation Books" contain- 
ing dictation lessons and other exercises. In this way 
the progressive character of the work may be shown, and 
reviews may be easily made. Exercises may be repeated 
and amplified as occasion requires. 

12. Pupils may be trained from the outset to correct 
one another's written work, a uniform system of marking 



16 FIRST YEAR. 

errors being used. At first not all errors will be noted, 
but habits of close observation will be formed, and soon 
the number of mistakes detected will materially lessen 
the work of an overburdened teacher. One who attempts 
to correct all the written exercises of her pupils will prob- 
ably give about one-tenth as many exercises as should be 
given. 

FIRST YEAR. 

Talking". — The teacher begins in any study with what 
the child knows. 

Language training must begin with what the child can 
say. 

Observation of common things is necessary for the form- 
ing of mental pictures and the stimulating of thought. 
Following this, the children should spend much time in 
talking about objects and about their experience with them. 
The talking vocabulary, which will rapidly increase, is to 
be made the written vocabulary. The child may (a) name 
objects, (J) state some quality, (<?) describe some action, 
(d) relate some experience, etc. 

Reproduction of Stories. — Short, simple ones, as told 
by the teacher. 

Reading-. — Of sentences (a) that have been used in 
the oral lessons above described and written on the board 
in the child's own vocabulary; (J) from reading charts; 
(c) from primers and first readers. 

Teachers should keep lists of words in the order taught. They should 
also arrange them in phonic order, and should lead the children to recog- 
nize and give the elementary sounds that letters and combinations of 
letters represent. Teachers should keep lists of idioms taught, and of all 
phrases or sentences that may be useful for drill in sight reading and 
pronouncing exercises. 



WRITTEN LANGUAGE. 17 

Written Language. — Copying : (a) The name and resi- 
dence of the child from a neatly written card provided for 
the school ; (b) short sentences from script on the board or 
in the book ; (<?) the individual letters as writing lessons. 

Letter Forms : Capital (a) to begin a sentence ; (b) to 
begin one's own names ; (<?) I for one's self. 



SECOND YEAR. 

I. Oral Language. 

Talking". — Continue work of first grade : (a) names and 
qualities of animals and objects ; (6) their actions and uses ; 
(c) personal experiences ; (J) descriptions of pictures. 

Reproduction. — ($) Short stories, such as are met in 
supplementary reading ; (5) the substance of the reading 
lessons ; (e) memory gems. 

Reading*. — (a) From advanced first and easy second 
readers ; (6) from supplementary readers. 

Children are to be able to analyze words into their elementary sounds, 
and divide them into syllables ; to build new words and pronounce 
words written with diacritical marks on the blackboard. The children 
should have pronouncing exercises every day to improve articulation, 
accent, and inflection. 

II. Written Language. 

Copying". — ($) Short sentences from blackboard and 
readers ; (6) words that are liable to be misspelled ; (c) sin- 
gle letters in the writing lessons. 

Letter Forms. — Capitals : (a) names of persons ; 
(6) names of streets, cities, clays of week, months. 



18 THIKD YEAR. 

Punctuation. — (a) Period or question-mark at the 
end of a sentence ; (b) period after an abbreviation. 

Abbreviations. — (a) Initial letters ; (6) " Mr." and 
" Mrs." in writing parents' names ; (c) " St." and " Ave." 
with residence ; (t?) title with teacher's name. 

Word Forms. — The more common contractions. 

Dictation. — Of short sentences involving only punct- 
uation and capitals as already taught. 



THIRD YEAR. 

[Teachers will find more detailed suggestions given in ' ' New Lessons 
in Language," which may be put into the hands of children in this grade, 
especially in schools having the eight-year course. ] 

I. Oral Language. 

Talking. — (a) Descriptions of pictures and objects ; 
(J) personal experiences ; (e) conversations among mem- 
bers of the class ; (cT) stories suggested by pictures. 

Reproduction. — (a) The substance of the reading 
lessons ; (J) memory gems ; (e) science and information 
lessons ; (d) stories. 

Reading-. — (a) Second readers ; (J) supplementary, 
science, and geographical readers; (<?) primary arith- 
metics. 

Children should now be able to analyze and make out any new word, 
and to interpret the common diacritical marks. One reader or a good 
speller should be kept for a drill-book in spelling. Teach the spelling and 
the use of new words. 



WRITTEN LANGUAGE. 19 

II. Written Language. 

Copying*. — (a) Short sentences and stanzas ; (7>) writing 
lessons, small and capital letters. 

Letter Forms. — Teach that — 
A capital begins a line of poetry. 
The word O is a capital. 
A capital begins a direct quotation. 

Punctuation. — (a) Period ; (5) question mark ; (c) 
quotation marks in undivided quotations ; (<i) apostrophe 
in contractions, and in singular possessives. 

Abbreviations. — (a) Dr., A.M., P.M., Supt., Mass. ; 
(&) names of months in writing current dates. 

"Word Forms. — (a) Use the terms singular and plural ; 
(J) teach plurals in s ; (c) singular possessive forms ; (<i) 
proper verb forms from copy and dictation lessons ; (e) 
contractions. p 19 

[See "New Lessons in Language," pp. 21, 24, 34, 35.] 

Dictation. — An exercise every day. 

Letter Writing*. — The writing of short, simple, familiar 
letters in the latter part of the year. 

[See "New Lessons in Language," pp. 40-43.] 



FOURTH YEAR. 

[Bracketed Subjects to be taken in this year by such schools only as 
have the eight-year course. 

" New Lessons in Language " to be in the hands of pupils in this grade.] 

In this and subsequent grades the oral and written lan- 
guage work is to go on in parallel lines, as indicated in the 



20 FOURTH YEAR. 

previous outlines. The material for thought and expression 
is to be found in the study of form, science, geography, 
history, arithmetic, and in reading lessons. Ideas must be 
clear; thought must take definite shape. Children must 
be given time to think of what they want to say before 
they speak or write : cultivate thoughtfulness and deliber- 
ation. Use the reading lessons in the same way, in both 
oral and silent reading. Call attention to good models of 
language. Let children learn " memory gems." 

I. Oral Language. 

Talking*. — (a) Descriptions of objects, maps, pictures ; 
(b) stories suggested by pictures ; (e) reproduction from 
reading lessons and from information lessons; [(<#) stories 
from history and other supplementary reading ;] (0) con- 
versations on social topics or points of common etiquette. 

II. Written Language. 

Copying*. — Sentences, paragraphs, and selections from 
prose and poetry. 

Letter Forms. — Teach that " Proper names begin with 
capitals " ; that " Italics are meant by underlining script." 

Continue use of diacritical marks. 

Punctuation. — (a) The comma, as in " New Lessons 
in Language," pp. 37, 47, 49, 81. 

(5) The apostrophe in plural possessives. 

(e) The hyphen at the end of a line when a word is 
rightly divided. 

[(tf) Divided Quotations.] 

Abbreviations as they occur in common use, and in 
geography and arithmetic. 



OKAL LANGUAGE. 21 

Word Forms. — (a) Plurals in es. 
[(£) The sixteen plurals in ves.'] 
[(c) The nine plurals without «.] 
[((?) Formation of Possessives.] 

Continue drill on verb forms and pronoun forms com- 
monly misused. (See Index, "New Lessons in Language.") 

Dictation daily. 

Letter Writing*. — Familiar letters. Folding of paper 
for insertion in envelopes. Envelope addresses. 

[Story Telling-. — In this grade children should become 
familiar with some of the best short classic stories. En- 
courage the reading of them in books belonging to class 
and public libraries.] 



FIFTH YEAR. 

Not for schools having the eight- year course. 

[Of the work outlined below, all that is necessary to be done in 
"eight-year" schools is distributed in the work of the preceding and 
the following years, as there indicated by the bracketed parts. It will 
replace work not indispensable to those years. 

"New Lessons in Language " to be in the hands of the pupils.] 

I. Oral Language. 

The best oral language work is done in connection with 
reading, geography, science, and other school lessons. 
" Observation, thought, expression" 

Pupils should first learn to talk freely. Afterward the 
graces of expression may be added as subordinate. En- 
courage free conversation about what is studied, especially 
about subjects of geography, history, and classic stories. 



22 FIFTH YEAR. 

IT. Written Language. 

Copying-, occasionally from text-books to teach orderly 
and tasteful arrangement of written work. 
Letter Forms. 

Capitals in titles of books, etc. 

Capitals in proper names (in connection with geog- 
raphy). 
Capitals shown by doubly underlining script. 
Practice in use of diacritical marks with dictionary. 
Punctuation. 

The comma as in preceding grade. 
Quotation marks. 

Abbreviations. — As they appear in current use in 
various studies. 

Word Forms. — The sixteen plurals in ves. 

The nine plurals without s. 

Nouns ending in o form plurals in s. Teach as excep- 
tions : cargoes, calicoes, echoes, heroes, mosquitoes, mottoes, 
negroes, potatoes, tomatoes, torpedoes, volcanoes, vetoes. 

Drill upon possessive forms. 

Continue practice in verb forms and pronoun forms. 
[See Index, " New Lessons in Language."' 

Dictation. — Brief exercises involving capitals, punctu- 
ation, homonyms, daily throughout the year. 

Letter Writing'. — Familiar letters written, folded, en- 
veloped, addressed, and even mailed, if creditable, — their 
subject matter to include narrative and descriptive writing, 
based on personal experience, geography work, and lessons 
in plant and animal life. Furnish outlines for letters, to 
secure orderly arrangement. 



WRITTEN LANGUAGE. 23 

Story Telling-. — In this grade children should become 
familiar with some of the best short classic stories. Encour- 
age the reading of them in books from class and public 
libraries. 

Choice of Words. — Synonymous words and phrases 
studied. 



SIXTH YEAR. 

Fifth Year in schools having the eight-year course. 
[In "eight-year" schools the year's work will include the subjects 
here given or referred to in brackets. 

Pupils will use "New Lessons in Language."] 

The work of this year consists partly in reviewing and 
extending most of the forms and methods of previous 
grades. Attention must still be paid to — 

Copying (occasionally), Word Forms, 

Letter Forms, Dictation, 

Punctuation, Letter Writing, 

Abbreviations, Choice of Words, 

in accordance with directions for previous grades. The 
difficulties presented and the work required must be 
adapted to the attainments of the pupils. 

L Oral Language. 

Continue reproductions, descriptions, stories, and memo- 
rizing of choice passages. Use supplementary readers. 

II. Written Language. 

[Copying, from all text-books, to teach orderly arrange- 
ment.] 



21 SIXTH YEAR. 

[Letter Forms. — Capitals : in titles of books ; in geo- 
graphical proper names ; indicated by doubly underlining 
script.] 

Use of diacritical marks, with dictionary. 

[Dictation. — Exercises comprising capitals, punctua- 
tion, homonyms, daily throughout the year.] 

[Word Forms. — Nouns ending in o form their plurals 
in s. Teach as exceptions : cargoes, calicoes, echoes, heroes, 
mosquitoes, mottoes, negroes, potatoes, tomatoes, torpedoes, 
volcanoes, vetoes.'] 

Letter Writing* in connection with geography and his- 
tory; business letters. [Follow outline for Fifth Year 
work.] 

Narrative Writing" in connection with history and biog- 
raphy. The historical reading of the class may be utilized 
by reproducing simple stories of American history. The 
story must be understood, made the basis of questioning, 
and told orally, before any attempt is made to write it. 
Use a simple outline to secure orderly and logical arrange- 
ment ; avoid non-essentials. 

Descriptive Writing in connection with geography and 
elementary science. Qualities of objects, their material, 
use, etc. Outlines. 

[Choice of Words. — Practice in selecting the right 
word or phrase among several different expressions.] 

Study and Use of Synonyms ; use of dictionary. 

Paraphrasing of phrases and of short sentences. 

Technical Grammar. — Subject and predicate ; the parts 
of speech. 



ORAL AND WRITTEN LANGUAGE. 25 



SEVENTH YEAR. 

Sixth Year in schools having the eight-year course. 
[The numbers used in the following outlines refer to " English Gram- 
mar and Composition," with which pupils are to be supplied.] 

Oral and Written Language. 

Dictation, Story Telling-, and Choice of the right inflected 
form may still be' the subject of brief exercises less fre- 
quently given than before, [pp. 11-13.] 

Letter Writing*. — Most of the written exercises of 
whatever kind may take the form of letters, thus afford- 
ing practice in the use of correct forms, [pp. 14-33.] 

Narrative Writing*. — To be continued, use being made 
of historical reading especially. Use suitable outlines to 
secure a logical method, [pp. 34-40.] 

Descriptive Writing". — Geographical and scientific de- 
scriptions continued and extended. The field here is 
large and interesting. 

Give exercises in the use of technical words and in 
definition making, [pp. 41-45.] 

Call for descriptions of plants, animals, and artificial 
products, suitable outlines being used. [pp. 49-54.] 

Synonymy. — Properly taught, this study will greatly 
increase the vocabulary of the child. Words, however, 
should always be used in connection with other words. 
Short sentences from reading books may be paraphrased, 
[pp. 63-68.] 

Technical Grammar. — (a) Begin the analytic study 
of the sentence. 

(5) Explain what is meant by elements of the sentence. 



26 EIGHTH YEAR. 

(<?) Show how the various modifiers are classified. 

(cZ) Begin the study of the parts of speech. 

(<?) Teach kinds, forms, and uses of the noun. [pp. 77-178.] 



EIGHTH YEAR. 

Seventh Year in schools having the eight-year course. 
[Pupils will use " English Grammar and Composition," to which 
reference is frequently made below.] 

In general. — Directions given for previous grades still 
apply. Teachers should be familiar with what has been 
taught in lower grades. Tests will show how hard it is to 
fix correct habits of speech and writing, and will reveal the 
necessity of continual practice upon letter and word forms, 
punctuation, etc. For this purpose continue Dictation 
Exercises. 

Letter Writing. — Business letters may be written, 
using a three-line address corresponding to that used on 
the envelope. Practice envelope addressing and the fold- 
ing of letters, [pp. 21, 27.] 

Narrative Writing. — All needful practice may be ob- 
tained from historical topics, care being taken to secure an 
orderly treatment. Personal Experiences may be narrated, 
[pp. 34, 35.] 

Biographical sketches of prominent historical characters 
may be written. Follow outlines and explain the use of 
them. [pp. 36-39.] 

Descriptive Writing. — In addition to exercises of the 
kind previously suggested, persons, places, natural scenery, 
natural phenomena and forces, landscapes, edifices, ma- 
chines, occupations, and processes of construction, etc., 
may be described, [pp. 46-55.] 

Worthy pictures may be studied and described, [p. 55.] 



WRITTEN .LANGUAGE. 27 

Synonymy and Paraphrasing- are to be continued and 
extended. Practice may be given in the transformation 
of verse, [pp. 63-72.] 

Study of Good English. — Choice extracts of prose 
and poetry may be studied with especial reference to the 
figures of speech, historical allusions, etc. [pp. 73-76.] 

Technical Grammar. — A review is to be made of the 
work of the previous year, and the study of the structure 
of sentences is to be continued. 

The Pronoun, the Adjective, and the Verb are to be 
studied with reference to Kinds, Forms, Uses, and Errors 
in Using, [pp. 179-261.] 

What may have been previously taught regarding correct 
forms as a matter of euphony becomes now a study of 
rules and good usage. 



NINTH YEAR. 

Eighth Year in schools having the eight-year course. 
[" English Grammar and Composition " will still be used.] 

In general the work of this grade is to review previous 
methods and principles, and to extend their application. 
Additional and more advanced exercises must be given 
upon points that the pupil has begun to understand. 

Make the structure of sentences familiar by giving prac- 
tice upon all phases of it. Let the uses of inflected forms 
and the choice of the right word receive continued and 
careful attention, [pp. 57-63.] 

Written Language. — Continue practice in the writing 

of familiar and business letters. Telegraphic brevity may 
be studied as a form of condensed expression, and formal 



28 NINTH YEAR. 

notes of invitation and acceptance may be written ; but in 
these encourage the use of original expressions, and teach 
that it is better to write gracefully and to the point than 
merely to follow a stiff model. 

Exercises in Narrative and Descriptive writing in some 
one of their many forms should be prepared weekly. 

Synonymy, Paraphrasing, and Variety of Expression 

should receive much attention, [pp. 299-301.] 

Study of Good English. — Make at least one selection 
for study from each of these leading American authors : 
Irving, Prescott, Bancroft, Motley, Emerson, Lowell, Bry- 
ant, Longfellow, Whittier, Holmes, — and require a brief 
biographical sketch of the author. British authors may be 
added. Try to make the beauties and graces of expression 
felt, if not discovered. [See Index, under Literature.] 

Technical Grammar. — The study of the parts of speech 
in detail, with reference to Kind, Forms, Uses, and Abuses, 
should be completed. This includes the Adverb, Preposi- 
tion, Conjunction, and Interjection, as well as Participles 
and Injinitives. [pp. 261-299.] 

A General Review of the whole subject, as related to 
the structure of sentences and the uses of words, should be 
made, and the rules of punctuation should be applied. 



Pupils at the end of their grammar-school course, pro- 
vided the foregoing outlines have been followed, should 
be able to talk or write freely and correctly, as well as 
intelligently, within the range of their knowledge ; to give 
reasons for forms of expression used ; and to discriminate 
fairly well in their choice of the right word. 



Popular and Successful Books 

FOR 

PRIMARY AND GRAMMAR SCHOOLS. 



Greenleafs Ne c w Inductive Arithmetics. 

Southworth' s Essentials of Arithmetic, Books I and II. 

Gilbert's Speller (School Studies in Words). 

The Word Builder (A Primary Speller). 

Daly's Advanced Speller. 

Brands' s Physiologies (four books). 

Ellis's Histories. 

Tilden's Grammar School Geography. 

Cleveland's Beginners' Readers (three books). 

Southivorth & Goddard's Language Books. 

Tomlinson's Stories of the Revolution. 

Jason's Quest (a Mythological Reader). 

Hill's Educational System of Penmanship. 



Correspondence solicited and Catalogue sent on application. 



BENJ. H. SANBORN & CO. 

BOSTON. NEW YORK. CHICAGO 



LIBRARY OF CONGRESS 




TO TEACHERS. 



If you are contemplating changes in Arithmetic, 
Language, Grrammar, Spelling, or Penmanship, write 
us. All correspondence will be promptly and cheer- 
fully answered. 

BENJ. H. SANBORN & CO., 

Boston, New York, Chicago. 



